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Jadila: Journal of Development and Innovation in Language and Literature Education

jadila
Website

Published by Corolla Education Center

ISSN : 27459578 EISSN : 27236900 DOI : https://doi.org/10.52690/jadila

Core Subject : Education,

Languange, Linguistic, Communication & Media

Jadila: Journal of Development and Innovation in Language and Literature Education publishes scholarly research in language education, language teaching, literature, linguistics, and related educational fields. The journal aims to advance knowledge, improve educational practices, and encourage innovation in language and literature education. The journal particularly welcomes manuscripts on: Language Teaching Methodologies Language teaching and learning at primary, secondary, and higher education levels. Teaching methods, classroom practices, and instructional strategies. Curriculum development, pedagogy, and language assessment. Language Acquisition and Linguistics First, second, and foreign language acquisition. Bilingual and multilingual education. Applied linguistics, translation, and language assessment. Literature and Literacy Education Literature teaching and learning. Reading, writing, literacy, and language development. Literary analysis and literature-based educational practices. Educational Innovation Educational technology in language teaching. Teacher education and professional development. Classroom-centered research and innovative learning practices.

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 162 Documents

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The Effectiveness of Input, Output, and Interaction in the Second Language Classroom Maria Inggrita Vadeltine Panyat; Siti Munawarah; Hikmal Maulana Nasution; Muhammad Ibrahim; Dellis Pratika
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 1 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i1.837

In learning a second language (English), the most important part is to master the input, output, and interaction processes. These three main components are inseparable parts when learning a language. Input is a way for someone to obtain information, remember every word heard, and understand the meaning of each word. Output is a continuation of the input stage. When someone has received language input and understands its meaning, they will carry out the output process to produce the language. In addition, an important stage in learning a second language is interaction. When learning a second language, it is better to interact with native speakers or people who are already fluent in the second language. Input, output, and interaction processes need to be applied in the classroom for second language learning. Teachers play an important role in guiding students and determining effective methods for developing students' second language (English). In reality, many teachers still have not been able to apply the input, output, and interaction processes effectively in the classroom. However, in this study, the researcher will present findings from the literature on teachers who apply input, output, and interaction processes in the classroom. In this study, the researcher focuses on the roles of input, output, and interaction in second-language learning in the classroom.

Semiotic Analysis of the Meaning of 'Lemon' in As Long as The Lemon Trees Grow Zuhra
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 1 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i1.838

This study aims to describe and analyze the meaning of the lemon symbol in Zoulfa Katouh's As Long as the Lemon Trees Grow using Roland Barthes' semiotic theory. The research employed a qualitative descriptive approach. The data consisted of words, phrases, sentences, and quotations containing the lemon symbol in the novel. Data were collected through library research and note-taking techniques and analyzed using Barthes' three levels of meaning: denotation, connotation, and myth. The findings revealed 14 occurrences of the lemon symbol, of which 13 contained symbolic meanings classified into four categories: scarcity and the suffering caused by war, emotional comfort and recovery, identity and memories of homeland, and hope and the continuity of life. The study concludes that the lemon symbol represents not only a fruit but also the lived experiences of the Syrian people, particularly hope, resilience, and the continuity of life amid armed conflict. These findings offer a new perspective for literary semiotic studies by enriching the interpretation of symbols in contemporary novels.

Teacher Strategies in Teaching English Reading: Exploring Students' Perceptions Amelia Wanci; Saidna Zulfiqar B. Tahir; Ibnu Hajar
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 2 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i2.839

Reading comprehension is a fundamental component of English language learning; however, many English as a Foreign Language (EFL) students continue to experience difficulties in understanding English texts. The effectiveness of reading instruction is therefore closely related to the instructional strategies employed by teachers. This study aimed to investigate the instructional strategies implemented by an English teacher in teaching English reading at MTs Balpetu, South Buru Regency, and to explore students' perceptions of these instructional practices. A qualitative descriptive research design was employed. Data were collected through classroom observations, semi-structured interviews with the English teacher and students, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. The findings revealed that the teacher implemented four complementary instructional strategies: cognitive, social, psychomotor, and affective strategies, with cognitive strategy serving as the dominant instructional approach. Students generally perceived these instructional strategies positively because they enhanced reading comprehension, increased learning motivation, enriched vocabulary acquisition, promoted active classroom participation, and improved learning confidence. The study concludes that integrating multiple instructional strategies creates meaningful learning experiences that support students' reading development in EFL classrooms. These findings provide practical insights for English teachers, particularly in rural secondary schools, regarding the implementation of student-centered instructional strategies that promote effective reading instruction.

Emotionally Safe Collaborative Learning as a Non-Significant Predictor of Speaking Confidence in EFL Pre-Service Teachers Hafiz Anshari; M. Zaini Miftah
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 2 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i2.840

Speaking confidence is an essential aspect of oral communication competence among EFL pre-service English teachers, as it influences their willingness to participate in classroom interactions and their readiness for future professional responsibilities. This study aimed to explore the relationship between emotionally safe collaborative learning and speaking confidence among EFL pre-service English teachers. A quantitative correlational research design was employed using an online questionnaire administered to 15 pre-service English teachers enrolled in an English Language Education Program at an Indonesian university. The questionnaire measured participants' perceptions of emotionally safe collaborative learning and their levels of speaking confidence using a five-point Likert scale. The collected data were analyzed using descriptive statistics and Pearson's Product-Moment Correlation. The findings revealed that participants perceived moderate levels of emotionally safe collaborative learning (M = 3.49, SD = 0.46) and moderate levels of speaking confidence (M = 3.39, SD = 0.33). Furthermore, the correlation analysis indicated a weak positive relationship between emotionally safe collaborative learning and speaking confidence; however, the relationship was not statistically significant (r = .285, p = .303). These findings suggest that emotionally safe collaborative learning alone may not be a strong predictor of speaking confidence among EFL pre-service English teachers. Future studies are encouraged to involve larger samples and examine additional factors that may contribute to the development of speaking confidence in EFL contexts.

The Effectiveness of Digital Poster in Project-Based Learning to Promote Speaking Skill Farah Fatihah Syaefudin; Ida Yulianawati; Atikah Wati
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 2 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i2.841

This research aims to determine the effectiveness of digital poster in project-based learning to promote students' speaking skills. This research used a quantitative design. It was conducted at SMKN 1 Sindang in XI Fashion class using a pre-experimental design involving 25 students. To collect the data, the writers used purposive sampling with pre-test and post-test as the instruments. Based on the results of the research, the total value of the pre-test is 1699, while the total value of the post-test is 1952. After calculating the pre-test and post-test data, a significant result was obtained from the paired samples test (Sig. 0.000<0.05). The writers found that the use of digital poster project-based learning was effective to promote students' speaking skills at SMKN 1 Sindang. It can be interpreted that the null hypothesis (H₀) is rejected. The results showed that digital poster project-based learning was effective in promoting students' speaking skills. This research implies that students are able to become more active in expressing ideas during the learning process through the use of digital posters. It also suggests that teachers apply digital poster in project-based learning in teaching English. Furthermore, students are encouraged to overcome their difficulties in order to achieve better speaking performance.

Exploring Pre-Service EFL Teachers’ Perceptions of Online Learning in Higher Education Mila Indriyani; Supiani; Hengki
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 2 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i2.842

This study explored pre-service EFL teachers’ perceptions of online learning in the context of higher education. Specifically, it examined (1) their perceptions of online learning, (2) the challenges they encountered, and (3) the strategies they employed to cope with learning difficulties. A qualitative interview design was adopted to gain an in-depth understanding of participants’ experiences. Data were collected through semi-structured interviews with four undergraduate pre-service EFL teachers enrolled at a private university in Indonesia and were analyzed using thematic analysis. The findings revealed that participants generally held negative perceptions of online learning, describing it as less effective, less engaging, and less motivating than face-to-face instruction. They also reported feelings of boredom, reduced concentration, and decreased motivation to learn. In addition, participants experienced several challenges, including unstable internet connectivity, distracting home environments, limited interaction and communication with lecturers and peers, and difficulties maintaining focus during online classes. To cope with these challenges, they adopted various strategies, such as seeking locations with more reliable internet access, managing their study schedules, minimizing environmental distractions, reviewing learning materials independently, and communicating with lecturers and classmates through online platforms. The findings provide insights into pre-service EFL teachers’ online learning experiences and suggest the need for pedagogical and technological support to enhance the quality and effectiveness of online learning in higher education.

The Use of Collaborative Video Projects in EFL Classroom: Insights From Higher Education Students Avada Alya Sastiraksa Nurramadhan; Yanuarti Apsari; Aseptiana Parmawati
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 2 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i2.847

The integration of digital technology into English as a Foreign Language (EFL) instruction has encouraged educators to adopt learning activities that support both language development and the acquisition of twenty-first-century skills. Among these, collaborative video projects have gained attention because they allow students to communicate, create, and work together in authentic learning contexts. This study explores higher education students’ perceptions of the benefits and challenges of collaborative video projects in EFL classrooms. A qualitative descriptive approach was employed, involving 18 undergraduate students who had completed a collaborative video project as part of an EFL course. Data were collected through an online questionnaire containing both Likert-scale items and open-ended questions. Supportive descriptive data were used to analyze the quantitative data, while the qualitative responses were examined using thematic analysis. Overall, students viewed collaborative video projects as a valuable learning experience. They reported increased interest in learning English, greater confidence and communication skills, improved creativity and digital literacy, as well as stronger collaboration and independent learning. At the same time, students highlighted several challenges, including managing time, coordinating group schedules, unequal participation among group members, technical issues, and difficulties in preparing and delivering English scripts during video production. These findings indicate that collaborative video projects can serve as an effective pedagogical approach for encouraging active learning, authentic language use, and the development of twenty-first-century skills in EFL higher education. To ensure successful implementation, however, lecturers should provide adequate guidance, technical support, and well-structured project management throughout the learning process.

The Implementation of Genre-Based Approach In EFL Classroom : Teachers’ Challenges Daffa Fadhil Wahyudin; Yanuarti Apsari; Aseptiana Parmawari
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 3 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i3.848

Writing is one of the most important skills, and writing skills are essential in various aspects and activities of life. Howevere, writing is one of the most difficult skills to teach and learn. In the context of learning English in Indonesia as a foreign language, the level of difficulty faced by students in English classes remains quite high. Therefore, the Genre-Based Approach is implemented to address these challenges. In addition, most previous research on GBA has primarily focused on teachers’ classroom experiences and research on strategies for overcoming difficulties and challenges in teaching remains very limited. Therefore, this study aims to investigate the challenges faced by English as a Foreign Language (EFL) teachers and the solutions they use to overcome these challenges. This study employed a descriptive qualitative design, two English teachers participated in the study. Data were colected through open-ended questionnaire and analyzed using thematic analysis. The finding revealed three major challenges, namely student related, intructional and assessment challenges. To address these challenges, teacher employed scaffholding, teaching adaptation, differentiated instruction and genre specific assesment practice. These findings indicate that the effectiveness and smooth implementation of GBA require teachers’ competence, creativity, and flexibility, as well as appropriate assessment practices.

Integrating Metacognitive Strategies and Islamic Reflection: A Case Study of Speaking Instruction Muhammad Khairul Azmi; M. Zaini Miftah; Akhmad Ali Mirza
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 3 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i3.851

The study aims to identify the aspects of metacognitive strategies employed by the teacher in developing students' speaking skills and to examine how these strategies were implemented to enhance students' speaking skills. This qualitative case study involved an English teacher and students investigated the metacognitive strategies applied by an English teacher of the Islamic Junior High School in Sampit, Kalimantan Tengah Province, Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis of the teacher's lesson plans. The data were analyzed using thematic analysis following the six phases of Braun and Clarke, involving familiarization, coding, theme searching, reviewing, defining, and reporting. The findings show that the teacher systematically employed three interconnected metacognitive phases: planning through vocabulary-based and contextual preparation, monitoring through real-time feedback and peer-assisted learning, and evaluating through post-task reflection and differentiated feedback. These strategies were embedded in lesson planning and further reinforced through the Islamic value of muhasabah (self-reflection), creating a culturally grounded model of self-regulated speaking instruction. The teacher implemented the strategies through explicit modeling, guided practice, and gradual release of responsibility, resulting in observable improvements in students' confidence, fluency, and self-correction ability. This study concludes that the systematic integration of planning, monitoring, and evaluating strategies, combined with faith-based reflective practices, effectively supports speaking development and learner autonomy among EFL learners in Islamic junior high schools.

Exploring College Students’ Experiences and Speaking Confidence in an English Immersion Program at Australian Village Amanda Zahratunnisa Wardana; Fitra Ramadani; Hartatya Novika; Supiani
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 3 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i3.852

The study investigates the lived experiences of students in the English Immersion Program at Australian Village, focusing on the enhancement of their speaking confidence. Utilizing a qualitative descriptive research design, the research involved six students from UNISKA MAB Banjarmasin who participated in a one-week immersion program, selected through purposive sampling to reflect diverse initial levels of speaking engagement. Data collection was achieved via semi-structured interviews and field observations, analyzed through thematic analysis. Key findings indicated that the immersive, English-only setting and structured activities—such as professional meetings, debates, seminars, and speeches—greatly aided language habituation and mitigated speaking anxiety. Participants benefitted from active peer interactions and supportive facilitators, which helped them conquer their fear of making mistakes, enhance fluency, and increase confidence in spontaneous expression. The outcome confirms that the immersion program successfully converted passive engagement into active involvement, greatly increasing EFL learners' speaking confidence. In order to develop students' oral communication abilities, the study advises educational institutions and EFL teachers to incorporate immersion-based models and English-speaking environment efforts into their curricula.

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Eka Apriani

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Home Page

OAI Link

Editorial Team

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Reviewer

Google Scholar

Contact Name Eka Apriani

Contact Email eka.apriani@iaincurup.ac.id

Phone +6285256498365

Journal Mail Official jadilajournal2@gmail.com

Editorial Address Jalan AK Gani Curup, Bengkulu, Indonesia

Location Kab. lebong, Bengkulu INDONESIA

Abstract

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Contact Name
Eka Apriani

Contact Email
eka.apriani@iaincurup.ac.id

Phone
+6285256498365

Journal Mail Official
jadilajournal2@gmail.com

Editorial Address
Jalan AK Gani Curup, Bengkulu, Indonesia

Location
Kab. lebong,

Bengkulu

INDONESIA